Arts and design inquiry project Assessment task link to unit learning outcomes: Upon successful completion of this unit students should be able to: 4. Explore and develop their own arts and design skills and pedagogical practices in the arts and design 5. Identify, evaluate and interpret a range of relevant curriculum documents and resources for teaching the arts and design Details of task: Make ? Students engage with class sessions 1 5 and make artworks in response to these class session topics and experiences (e.g.: from a selection of visual arts, media arts, music, dance, drama or design experiences). ? These artworks are made in face-to-face workshops (on-campus) or home art projects (off-campus). Document ? Students then choose four (4) of these arts experiences to document through photographic or video or sound-based methods. This documentation captures the process and the product of their artworks. Reflect: ? Students then reflect on one key aspect of each of their four (4) chosen arts experiences and write a 500-word reflection for each selected experience from the class sessions. ? They choose reflective focus (a) Making and responding and/or (b) Creativity capacities for each of the four (4) reflection. Refection Focus (a) Making and responding focus Making and responding are interrelated principles in the arts and design. Artists, musicians, dancers, actors, animators, designers and the like both make and respond as an artist and audience in order to form their practices. Likewise, children learn in, about and through the arts and design by being given opportunities to make and respond as artists, designers and audiences. Reflection focus (b) Creativity capacities focus Educators, parents and society at large use the term ‘creativity ‘ in a range of ways to refer to a range of characteristics. In this focused reflection, you will inquire into the intersections between your own chosen arts experience to explore your personal definition of creativity in relation to your arts and design. For this focus you will need to: – Note what making and responding occurred in, about and through the chosen arts or design arts experience. – Link these reflections to evidence of your processes and products in Audio/visual form. – Demonstrate critical reflection on your experience of making and responding, use the Victorian Curriculum or Australian Curriculum, set text and class readings as your analytical lens. – Explain how you regard your chosen arts experience through the lens of making and responding to demonstrate your understanding of these concepts in relation to learning in the chosen art form. For this focus you will need to: – Note what creative learning occurred in, about and through the chosen arts or design experience. – Link these reflections to evidence of your processes and products in audio/visual form. – Demonstrate critical reflection on your personal creativities, by using the Harris ‘Top 10 Creativity Capacities’, the Victorian Curriculum or Australian Curriculum, the set text and class readings as an analytical lens. – Explain how you regard these experiences as ‘creative’ to demonstrate your understanding of this concept in relation to learning in the various art forms. Assignment components MAKE DOCUMENT REFLECT Choose (4) four out of 5 artworks from class sessions Four (4) chosen arts experiences featuring process and product 500-word reflection on the experiences of each art form (4 x 500 words)Reflections informed by focus (a) or (b) Session 1: Vis Arts Session 2: Vis Arts/Media arts Sessions 3: Performing arts (a) Session 4: Performing arts (b) Session 5: Design Audio or Visual documentation Reflection 1: Choose focus a) or b) (500 words) Reflection 2: Choose focus a) or b) (500 words) Reflection 3: Choose focus a) or b) (500 words) Reflection 4: Choose focus a) or b) (500 words) Presentation requirements: The presentation should take the form of a Pdf Word Document with still images inserted into your written reflection and/or hyperlinks to video footage shared on a non-password protected 3rd party space (e.g. create an ‘unlisted’ file on YouTube). Criteria for marking: ? Understanding of arts and design principles and concepts ? Critical reflections on personal making and responding and/or personal creativities ? Engagement with curriculum documents and research literature ? Effective documentation of personal creative arts and design making, communication and academic literacy References to use in the assignment Delivering authentic arts education Book by Judith Dinham 2017 Prescribed text Find Patterns in Creativity and Education Chapter by Anne Harris 2016 Learning in Visual Arts Webpage by Victorian Curriculum and Assessment Authority [Accessed 01/08/2019] Visual arts – Scope and sequence Webpage by Victorian Curriculum and Assessment Authority [Accessed 01/08/2019] The arts Webpage by The Australian Curriculum [Accessed 01/08/2019] Visual arts Webpage by The Australian Curriculum [Accessed 01/08/2019] Drawing out the value of the visual: Children and young people theorizing time through art and narrative in Journal of Curriculum Studies Article by Sophie Rudolph; Susan Wright 2015 Aesthetic development: History and culture in Bringing art into the elementary classroom Chapter by Joan Bouza Koster 2001 Artful Thinking final report Document by Shari Tishman; Patricia Palmer 2006 Read chapters 2 & 3 [Accessed 01/08/2019] Visual arts learning with iPads in iPads in the early years: developing literacy and creativity Chapter by Linda Knight; Karen Dooley 2015 Finding creative agency through playful immersion in Serious play: perspectives on art education Chapter by Geraldine Burke 2016 Material encounters in International Journal of Child, Youth & Family Studies Article by Sylvia Kind 2014 Belonging, being and becoming in the arts through A/R/tography: (Re)Imagining early childhood teacher education in Australian Art Education Article by Geraldine Burke; Corinna Peterken; Clare Hall; Rosemary Bennett 2014 Creative arts teaching and practice: Critical reflections of primary school teachers in Australia in International Journal of Education & the Arts Article by Frances Alter; Terrence Hays; Rebecca O’Hara 2009 The arts and creativity : a manifesto for schools in Education in the arts: teaching and learning in the contemporary curriculum Chapter by John O’Toole 2009 What the arts teach and how it shows in The arts and the creation of mind Chapter by Elliot W. Eisner 2002 Creative teaching or teaching creatively? Using creative arts strategies in preservice teacher education in Waikato Journal of Education Article by Robyn Ewing; Robyn Gibson 2008 Do schools kill creativity? Audio-visual document by Ken Robinson 06/01/2007 [Accessed 01/08/2019]
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